Vielsam callonal anlversily, nanoi University sf lancuages and international studics Faculty of Post-graduate studies TRAN THI LAN ANH CHALLENGES IN TEACHING AND LEARNING SPEAKING SKILL WITH THE NEW ENGLISH TEXTBOOK FOR GRADE 10 (BASIC STREAM) AT XUAN HOA HIGH SCHOOL, VINH PHUC PROVINCE AND SOME SOLUTIONS (Những Khó Khăn Trong Việc Dạy Và Học Kỹ Năng Nói Thco Sách Giáo KhoaTiêng Anh Lớp 19 Mới Tại Trường THPT Xuân Hỏa, Tỉnh Vĩnh PhúcVà Một Số Giải Pháp) M. MINOR THESIS Field: English Teaching Methodology Code: 60 14 10 Supervisor: Do Ba Quy, MEd Hanai, 2010 Vielsam callonal anlversily, nanoi University sf lancuages and international studics Faculty of Post-graduate studies TRAN THI LAN ANH CHALLENGES IN TEACHING AND LEARNING SPEAKING SKILL WITI] THE NEW ENGLISII TEXTBOOK FOR GRADE 10 (BASIC STREAM) AT XUAN HOA HIGH SCHOOL, VINH PHUC PROVINCE AND SOME SOLUTIONS (Nhimg Khé Khan Trong Việc Dạy Và Học Kỹ Năng Nói Theo Sách Giáo Khoa Tiếng Anh Lớp 10 Mới Tại Trường THPT Xuân Hòa, Tỉnh Vĩnh Phúc Và Một Số Giải Pháp) M. MINOR TIIESIS Field: English Teaching Mcthodology Code: 6 14 19 Hanoi, 2010 iv LIST OF TABLES AND CHARTS Table 1: Tcachu * qualifications Table 2: ‘Teachers’ opinions to the speaking sections of the new textbook for grade 10 Table 3: Teachers’ difficulties when leaching speaking skill with the new texthook Table 4: Teachers’ solutions to improve the speaking lessons Table 5: ‘Teachers’ suggested solutions to improve the speaking lesson Table 6: Students’ opinions towards the speaking tasks af the new textbook Table 7: Students’ difficulties when learning English speaking skill Table 8: ‘Students’ solutions to improve their speaking skill Table 9: Students’ suggested solutions to improve their speaking skill Chart 1: Students’ background Chart 2: Students’ time for English at home Chart 3: Students’ opinions towards speaking skill 2. Aims of the study This roscsrch mainly aims at clarifying the challenges in teaching and learning speaking skill with the new textbook for grade 10 at Xuan Hoa high school, Vinh Phuc province.
The author investigates the teachers’ and learners’ attitudes towards speaking skill and then put the focus on the current difficulties in the application of the new textbook. The causes of their difficulties are also examined so that the solutions to those problems can be given. Methed and procedure of the research The data of this papor was collected through the survey questionnaires and interviews. First, the author carried out the survey questionnarres to find out the attitudes towards the teaching and learning of speaking skill with the new textbook and the difficulties of the teachers and students in using the new textbook, Then the interviews with teachers and students were conducted to clarify aspects which were inadequate and vague in the survey questionnaires.
Scope of the study This research minty covers the problems with the speaking skill thal teachers and leamers have in the process of using the new textbook for grade 10, These problems were discussed thoroughly in order to discover the causes and to offer the best solutions. The subjects of the study arc limited to the teachers and students at Kuan Hoa High School ~ Vinh Phuc province 5. Organization of the paper The study includes 5 paris Part i- Introduction presents the rationale, aims, method, scope and organization of the study. Part If consists of3 chapters: Chapter 1- Literattere review gives the theorctical background of speaking skill.
Chapter 2 - Methodology includes the description of Xuan Hoa high school context, the new Rigfish textbook and the study (the instruments, the participants and the research questions) Chapter 3- Data analysis and findings describes the data of the questionnaires and interviews, then gives some findings through the data analysis. Chapter 4— Pedagogical Recommendations suggesis some solutions to the current problems Part Hil - Conclusion focuscs on the conclusions of the thesis, some limitations and recommendations for further study. Difficulties from teachers 30 Teachers’ msufficient communicative competence.30 Teachers’ lack of waining 30 3. DifEcullies fram Students: 31 Learners’ level of English 31 Learners’ traditional features.
31 Mather tongue use 32 Limited exposure to the target language 32 3. The constraints brought by the innovations 3 on the curriculum and teaching method, 3.4, The testing system. Lack of English teachers. Lack of teaching and learning facilities.
Teachers’ and students’ solutions. Careful plarming for the speaking seelier.35 Testing students’ vonvnunicative compeience. 35 Organising English speaking elubs. KH Hy se BE Self study cesses "— "— 36 LIST OF ABBREVIATIONS 1.
CLT: Communicative Language Teaching 2.S: United States PART I: INTRODUCTION 1. Rationale of the study Language education, especially foreign language teaching, and learning, is a compulsory part in every country. With the development of the market economy and the globalization trend, Icaming forcign languages has become not only an interest but also a great demand for most people in Vietnam, Since 2006, the Ministry of Tiducation and training prescribed a new series of English textbooks for all grades and school types fiom grade 6 through to grade 10, According to the authors, the new textbooks are theme-based and skill-based, with the adoption of the two curently popular teaching approaches, ie. the leamer-centered approach and the communicative approach.
A focus is on task-bascd teaching as the leading methodology. Within the task-based framework of the new textbook series, students are expected to engage wilh gach other in meaningful interaction and negotiation of meaning within a specific context. The curriculum innovations have brought a total change to the reality of teachmg and learning foreign language in Vietnam, In fact, most high-school students have at least four years of Isarning with the new eurienlum al sceondary school which has been put in lo nse since 2002, so they do not find the new textbook unfamiliar. Before the approval and institutionalization of the new textbooks, the teachers have been prepared for the new methods of teaching and learning.
Therefore, they have thorough undarsianding abont the mature of the new textbooks However, both the teachers and learners face a lot of challenges m the process of working with the new English textbooks. It seems that they do not fulfill the requirements of the new textbooks at all Of the four language skills, speaking is becoming the primary skill given to the students, Introducing this vital skill the teachers of Vietnamese schools in general and in Xuan Iloa high school in paticular have encountered plenty of difficultics, The first-ycar high school students are also confused when Iearnmg this language skill. Hence, the author wishes to understand more about this situation by conducting the study entitled “Challenges in teaching and learning speaking skill with the new texthook for grade 10 at Xuan Hoa high school, Vinh Phue province and some solutions”. With this study, the writer looks into the problems for both the teachers and the students and suggests some solutions to those problems vũ 1.
The necessity of teaching and learning u speaking skill ina communicative class 1. Problems in teaching and leaming speaking skill 12 CHAPTER 2: METHODOLOGY 13 2. The teaching and learning situation in Xuan Hoa High School. The New English Textbook for Grade EŨ.
The overall design of the textbook 13 2. The general features of the new fextbook.óc sec sec Ld 2. Description of the Speaking Section. Description of the study ¬—.
Kind of the research.3, The research questions "—.j CHAPTER 3: DATA ANALYSIS AND FINDINGS 19 3. Results of the survey questionnaires.1, Questionnaire for teachers 19 3. Questionnaire for students:. Resulis of the interviews.
Difficulties from teachers 30 Teachers’ msufficient communicative competence.30 Teachers’ lack of waining 30 3. DifEcullies fram Students: 31 Learners’ level of English 31 Learners’ traditional features. 31 Mather tongue use 32 Limited exposure to the target language 32 3. The constraints brought by the innovations 3 on the curriculum and teaching method, 3.4, The testing system.
Lack of English teachers. Lack of teaching and learning facilities. Teachers’ and students’ solutions. Careful plarming for the speaking seelier.35 Testing students’ vonvnunicative compeience.
35 Organising English speaking elubs. KH Hy se BE Self study cesses "— "— 36 LIST OF ABBREVIATIONS 1. CLT: Communicative Language Teaching 2.S: United States vi TABLE OF CONTENTS Declaration. List of tables and charts.
List of abbreviations. Table of contenis. 1, Rationale of the study. Aims of the study 3.
Method and procedure of the researeh. Scope of the study. Organization vf the paper. PART II: DEVELOPMENT.
CHAPTER 1: THEORETICAL BACKGROUND. Theoretical background of speaking 3 1. Defimtions of spaaking. The nature of speaking 3 1.
Aspeots of Speaking 1. Theoretical background of learning and teaching speaking skill. Definition of teaching and learning. Communicative Language Teaching, Approach 1.3, Communicative Competence The desired goal of CLT.
Difficulties from teachers 30 Teachers’ msufficient communicative competence.30 Teachers’ lack of waining 30 3. DifEcullies fram Students: 31 Learners’ level of English 31 Learners’ traditional features. 31 Mather tongue use 32 Limited exposure to the target language 32 3. The constraints brought by the innovations 3 on the curriculum and teaching method, 3.4, The testing system.
Lack of English teachers. Lack of teaching and learning facilities. Teachers’ and students’ solutions. Careful plarming for the speaking seelier.35 Testing students’ vonvnunicative compeience.
35 Organising English speaking elubs. KH Hy se BE Self study cesses "— "— 36 in Taking extra courses 36 Practising speaking ta friends. 36 Participating in Finglish speaking clubs. 36 CHAPTER 4: PEDAGOGICAL RECOMMENDATIONS:.
Pedagogical suggestions for subj cctive problertls. A careful planof the speaking lesson. Various ways of testing speaking skill 38 4.3, The teacher’s self-rmprovemment oŸ speaking skl. The change in students” speaking habits 39 4.
Pedagogical suggestions for objective probletri. 4U PART IT: CONCLUSION 200.0 ces c cs ce ces e teeeee Al 1. Limitations AL 3, Recommendlations [or further study. AB APPENDICES Appendix 1 1 Appendix 2.
IV Appendix 3 Appendix 4 2. Aims of the study This roscsrch mainly aims at clarifying the challenges in teaching and learning speaking skill with the new textbook for grade 10 at Xuan Hoa high school, Vinh Phuc province. The author investigates the teachers’ and learners’ attitudes towards speaking skill and then put the focus on the current difficulties in the application of the new textbook. The causes of their difficulties are also examined so that the solutions to those problems can be given.
Methed and procedure of the research The data of this papor was collected through the survey questionnaires and interviews. First, the author carried out the survey questionnarres to find out the attitudes towards the teaching and learning of speaking skill with the new textbook and the difficulties of the teachers and students in using the new textbook, Then the interviews with teachers and students were conducted to clarify aspects which were inadequate and vague in the survey questionnaires. Scope of the study This research minty covers the problems with the speaking skill thal teachers and leamers have in the process of using the new textbook for grade 10, These problems were discussed thoroughly in order to discover the causes and to offer the best solutions. The subjects of the study arc limited to the teachers and students at Kuan Hoa High School ~ Vinh Phuc province 5.
Organization of the paper The study includes 5 paris Part i- Introduction presents the rationale, aims, method, scope and organization of the study. Part If consists of3 chapters: Chapter 1- Literattere review gives the theorctical background of speaking skill. Chapter 2 - Methodology includes the description of Xuan Hoa high school context, the new Rigfish textbook and the study (the instruments, the participants and the research questions) Chapter 3- Data analysis and findings describes the data of the questionnaires and interviews, then gives some findings through the data analysis. Chapter 4— Pedagogical Recommendations suggesis some solutions to the current problems Part Hil - Conclusion focuscs on the conclusions of the thesis, some limitations and recommendations for further study.
